Several ideas for questions and settings for interviews are presented. It is noted that although subtraction is used as an example in each case, most of the material can be easily adapted to the other basic operations. Many problems are noted with standard diagnostic tests and use of them is discouraged. (MP)

Questioned is a method of having students tap reference points on numerals to count out sums, differences, and products. How the method works, educators' reactions, and problems noted in interviews with children are discussed. (MNS)

The advantages of using interviews to diagnose children's needs are discussed. General interview strategies and specific questions for gaining insight into a student's understanding of the four operations are presented. (MNS)

Requirements for assessment under Public Law 94-142, the development of an Individualized Education Program for each handicapped child, the least restrictive environment, handicapping conditions, implementation procedures, diagnostic teaching strategies and learning conditions, teaching ideas, and a format for diagnostic interviews are each…

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)

The need to provide understandable problems and ways to help children understand problems are explored. An interview with a sixth grader depicts his incorrect strategies and leads to suggestions for teaching problem solving using a range of mathematical models for each operation. (MNS)

Indicates the shortcomings of paper-and-pencil tests. Reports the effect of an interview-and-teaching method for students who obtained correct answers by a mechanical process but lacked a conceptual foundation. Five references are listed. (YP)

A case study of one child who had difficulty adding two- and three-digit numbers is given. Analyzing, diagnosing, and remediating the problem are each considered. (MNS)

Reports results of interviews in which students were asked to illustrate three interpretations of fractions: a unit subdivided into equal-sized parts; a set subdivided into equal-sized parts; and a ratio. Two areas of difficulty in giving reasonable representations are discussed. Proposes teaching suggestions to overcome these difficulties. (MDH)

Described is an alternative way for classroom teachers to assess students' performance in mathematics. The interview process is presented in stages: initiating the interview, the questioning stage, formulating and testing hypotheses, and intervention. (KR)